Level One – School is performing at or above the state standard for the indicator.

Level Two – School is performing near the state standard for the indicator or improving.

Level Three – School is performing below the state standard for the indicator.

Too Small — Too few students for evaluation.

Ratings are based on performance during the most recent year or on a three-year average. Schools performing at Level One or Level Two on all school quality indicators are rated as "Accredited." In addition:

Upon request by a local school board, schools serving students with special needs may be evaluated based on alternate accreditation plans approved by the state Board of Education.
Schools under state sanction for not implementing corrective actions plans are rated as "Accreditation Denied."
More information about the commonwealth’s school accreditation standards is available on the Virginia Department of Education website.

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Schools are evaluated on the school quality indicators for achievement gaps in English and mathematics as follows:

Level One – No more than one student group performing at Level Two and no student group performing at Level Three

Level Two – Two or more student groups performing at Level Two and no more than one student group performing at Level Three

Level Three – Two or more student groups performing at Level Three

The school quality indicator for academic achievement in English provides equal credit for students who pass state English tests and for non-passing students who show significant improvement.

The school quality indicator for academic achievement in mathematics provides equal credit for students who pass state mathematics tests and for non-passing students who showed significant improvement.

The school quality indicator for academic achievement in science is based on the overall percentage of students passing state science tests.

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

The combined rate used to evaluate academic achievement in English in elementary and middle schools includes students who passed state tests in English and non-passing students who showed significant improvement, including non-passing English learners making progress toward learning English. The combined rate used to evaluate academic achievement in English in high schools includes students who pass state tests and English learners making progress toward learning English.
Select “Show Data” for details on the combined rate for English Academic Achievement as follows:

Percent Passing – Percent of students in school or group passing state English tests

Percent Passing With Recovery – Percent of students in school or group passing state English tests after remedial instruction

Percent Showing Growth – Percent of non-passing students who improved compared with prior performance on state English tests

Accreditation Combined Rate – Percent of students in school or group meeting state standard for achievement, growth or progress

No Proficiency, Growth or Progress – Percent of students in school or group not meeting state standard for achievement, growth or progress

Schools are evaluated on the school quality indicators for achievement gaps in English and mathematics as follows:

Level One – No more than one student group performing at Level Two and no student group performing at Level Three

Level Two – Two or more student groups performing at Level Two and no more than one student group performing at Level Three

Level Three – Two or more student groups performing at Level Three

The combined rate used to evaluate academic achievement in mathematics in elementary and middle schools includes students who passed state tests in mathematics and non-passing students who showed significant improvement. Academic achievement in mathematics in high school is evaluated based on the percentage of students passing state end-of-course tests in mathematics.
Select “Show Data” for details on the combined rate for Mathematics Academic Achievement as follows:

Percent Passing – Percent of students in school or group passing state mathematics tests

Percent Passing With Recovery – Percent of students in school or group passing state mathematics tests after remedial instruction

Percent Showing Growth – Percent of non-passing students in school or group who improved compared with prior performance on state mathematics tests

Accreditation Combined Rate – Percent of students in school or group meeting state standard for achievement or growth

No Proficiency, Growth or Progress – Percent of students in school or group not meeting state standard for achievement or growth

The school quality indicator for science is based on the overall percentage of students passing state science tests.

Percentage of Students

Data Source

Percent Passing

Percent Passing With Recovery

Percent Showing Growth

Percent Showing EL Progress or Proficiency

Accreditation Combined Rate

No Proficiency or Growth

Current Year

Previous Year

Cumulative 3 Year

A dropout is a former student who left high school without earning a diploma or high school equivalency and who did not complete the required course of studies.

Students who attend school consistently are more likely to succeed. Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason.

The school quality indicator for graduation and completion awards full credit for students who earn state Board of Education-approved diplomas and partial credit for students who earn high school equivalency certificates.

Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason. Students receiving homebound and home-based instruction are excluded from the calculation. Performance on this indicator is rated as follows:

Level One — Schools with a current year or three-year average overall absenteeism rate of no more than 15 percent (that is, no more than 15 percent of the students missing 10 percent of the school year), or schools that were at Level Two the prior year and decrease the rate by ten percent or more from the prior year

Level Two — Schools not meeting Level-One performance with a current year or three-year average rate of no more than 25 percent, or schools that were at Level Three the prior year and decrease the rate by 10 percent or more from the prior year. A school shall not receive a Level- Two rating for more than four consecutive years

A high school’s four-year dropout rate is based on performance during the most recent year or on a three-year average.

Level One — Schools with a dropout rate of 0-6 percent or a 10 percent decrease if previously Level Two

Level Two — Schools with a dropout rate of 7-9 percent or 10 percent decrease if previously Level Three

Level Three — Schools with a dropout rate of 10 percent or higher or at Level Two for more than four consecutive years

Performance on the school quality indicator for graduation and completion is based on the Graduation and Completion Index. The index awards full credit for students who earn a Board of Education-approved diploma and partial credit for other outcomes, as displayed in the table below.

Outcome

Point Value

Diploma

100

High school equivalency

75

Still in school

70

Local certificate of program completion

25

Dropout

0

Level One — A Graduation and Completion Index of at least 88 or a 2.5 percent increase if previously Level Two

Level Two — A Graduation and Completion Index of 81-87 or a 2.5 percent increase if previously Level Three

Level Three — A Graduation and Completion Index of 80 or lower or Level Two for more than four consecutive years

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

6

79

85

15

7

68

75

25

6

73

79

21

Female

6

80

86

14

8

68

75

25

5

77

82

18

Male

5

78

84

16

7

67

75

25

7

68

75

25

American Indian

<

<

<

<

<

<

100

0

Asian

6

80

86

14

5

77

82

18

6

83

89

11

Black

10

85

95

5

7

69

75

25

9

74

83

17

Hispanic

3

74

77

23

3

57

59

41

3

65

68

32

White

6

84

90

10

18

74

93

7

15

74

88

12

Multiple Races

13

80

93

7

23

69

92

8

-

92

92

8

Students with Disabilities

19

38

57

43

10

47

56

44

9

44

53

47

Students without Disabilities

4

86

90

10

7

72

79

21

6

78

84

16

Economically Disadvantaged

3

75

78

22

3

60

63

37

3

68

71

29

Not Economically Disadvantaged

9

83

92

8

13

76

88

12

10

78

88

12

English Learners

-

60

60

40

-

19

19

81

5

27

32

68

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

<

<

100

0

<

<

100

0

Foster Care

<

<

100

0

EOC English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

6

79

85

15

7

68

75

25

6

73

79

21

Female

6

80

86

14

8

68

75

25

5

77

82

18

Male

5

78

84

16

7

67

75

25

7

68

75

25

American Indian

<

<

<

<

<

<

100

0

Asian

6

80

86

14

5

77

82

18

6

83

89

11

Black

10

85

95

5

7

69

75

25

9

74

83

17

Hispanic

3

74

77

23

3

57

59

41

3

65

68

32

White

6

84

90

10

18

74

93

7

15

74

88

12

Multiple Races

13

80

93

7

23

69

92

8

-

92

92

8

Students with Disabilities

19

38

57

43

10

47

56

44

9

44

53

47

Students without Disabilities

4

86

90

10

7

72

79

21

6

78

84

16

Economically Disadvantaged

3

75

78

22

3

60

63

37

3

68

71

29

Not Economically Disadvantaged

9

83

92

8

13

76

88

12

10

78

88

12

English Learners

-

60

60

40

-

19

19

81

5

27

32

68

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

<

<

100

0

<

<

100

0

Foster Care

<

<

100

0

Grade 3 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 4 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 5 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 6 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 7 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 8 English Reading Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Writing Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

26

57

84

16

24

48

71

29

26

52

78

22

Female

27

59

86

14

26

47

73

27

31

50

81

19

Male

25

56

81

19

21

48

69

31

21

54

75

26

American Indian

<

<

<

<

<

<

<

<

Asian

34

54

89

11

39

44

83

17

38

49

86

14

Black

27

58

85

15

24

48

71

29

29

53

82

18

Hispanic

12

63

75

25

7

44

52

48

14

52

66

34

White

44

51

95

5

36

58

94

6

35

54

89

11

Multiple Races

35

47

82

18

19

56

75

25

25

58

83

17

Students with Disabilities

20

36

55

45

9

41

50

50

11

46

56

44

Students without Disabilities

27

61

88

12

27

49

76

24

29

53

81

19

Economically Disadvantaged

15

64

79

21

12

45

57

43

17

53

70

30

Not Economically Disadvantaged

38

50

88

12

36

51

88

12

38

50

88

12

English Learners

4

59

63

37

-

8

8

92

2

15

17

83

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

<

<

100

0

<

<

100

0

Foster Care

<

<

100

0

EOC Writing Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

26

57

84

16

24

48

71

29

26

52

78

22

Female

27

59

86

14

26

47

73

27

31

50

81

19

Male

25

56

81

19

21

48

69

31

21

54

75

26

American Indian

<

<

<

<

<

<

<

<

Asian

34

54

89

11

39

44

83

17

38

49

86

14

Black

27

58

85

15

24

48

71

29

29

53

82

18

Hispanic

12

63

75

25

7

44

52

48

14

52

66

34

White

44

51

95

5

36

58

94

6

35

54

89

11

Multiple Races

35

47

82

18

19

56

75

25

25

58

83

17

Students with Disabilities

20

36

55

45

9

41

50

50

11

46

56

44

Students without Disabilities

27

61

88

12

27

49

76

24

29

53

81

19

Economically Disadvantaged

15

64

79

21

12

45

57

43

17

53

70

30

Not Economically Disadvantaged

38

50

88

12

36

51

88

12

38

50

88

12

English Learners

4

59

63

37

-

8

8

92

2

15

17

83

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

<

<

100

0

<

<

100

0

Foster Care

<

<

100

0

Grade 8 Writing Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

12

57

69

31

10

52

62

38

10

61

71

29

Female

11

60

71

29

11

55

66

34

12

63

75

25

Male

12

54

67

33

10

49

59

41

8

59

67

33

American Indian

<

<

<

<

<

<

<

<

<

<

<

<

Asian

25

58

83

17

20

60

80

20

20

64

84

16

Black

9

61

70

30

12

53

65

35

10

62

72

28

Hispanic

5

52

57

43

4

44

48

52

4

57

61

39

White

14

67

81

19

15

66

81

19

14

71

84

16

Multiple Races

6

64

70

30

11

46

57

43

19

56

75

25

Students with Disabilities

6

36

42

58

4

31

34

66

5

45

50

50

Students without Disabilities

13

61

74

26

12

57

69

31

11

64

75

25

Economically Disadvantaged

7

55

63

38

7

50

57

43

7

61

68

32

Not Economically Disadvantaged

18

60

79

21

17

55

72

28

15

61

76

24

English Learners

3

51

54

46

1

35

36

64

2

49

51

49

Homeless

-

39

39

61

-

32

32

68

<

<

<

<

Military Connected

<

<

<

<

<

<

<

<

Algebra I Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

-

60

60

40

1

46

47

53

2

60

62

38

Female

1

63

64

36

1

55

56

44

3

67

70

30

Male

-

57

57

43

1

39

40

60

2

55

56

44

American Indian

<

<

<

<

<

<

<

<

<

<

100

0

Asian

3

76

78

22

2

66

68

32

2

70

72

28

Black

-

70

70

30

-

51

51

49

3

61

64

36

Hispanic

-

54

54

46

-

38

38

62

2

57

59

41

White

-

73

73

27

3

61

64

36

7

55

62

38

Multiple Races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

-

39

39

61

-

29

29

71

-

47

47

53

Students without Disabilities

-

67

67

33

1

52

52

48

3

63

66

34

Economically Disadvantaged

-

55

56

44

-

45

45

55

2

59

61

39

Not Economically Disadvantaged

-

73

73

27

2

49

51

49

3

61

65

35

English Learners

-

57

57

43

-

40

40

60

1

59

60

40

Homeless

-

60

60

40

<

<

<

<

<

<

100

0

Military Connected

<

<

<

<

<

<

<

<

Geometry Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

11

62

73

27

13

54

67

33

8

66

74

26

Female

11

63

73

27

15

53

68

32

10

68

77

23

Male

12

61

73

27

11

55

66

34

6

65

71

29

American Indian

<

<

100

0

<

<

<

<

<

<

<

<

Asian

21

64

85

15

25

58

82

18

17

76

93

7

Black

8

66

74

26

15

59

74

26

8

59

68

32

Hispanic

7

53

60

40

5

46

51

49

2

61

63

37

White

9

73

82

18

18

68

87

13

11

77

89

11

Multiple Races

-

83

83

17

<

<

<

<

<

<

<

<

Students with Disabilities

-

37

37

63

1

37

38

62

-

51

51

49

Students without Disabilities

13

65

78

22

16

59

74

26

9

69

78

22

Economically Disadvantaged

7

61

69

31

10

52

61

39

5

67

72

28

Not Economically Disadvantaged

16

63

79

21

18

59

77

23

11

64

76

24

English Learners

4

50

54

46

-

35

35

65

-

45

45

55

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

<

<

100

0

<

<

100

0

Algebra II Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

19

51

70

30

15

55

70

30

21

56

77

23

Female

17

57

74

26

15

57

72

28

24

53

77

23

Male

22

45

67

33

14

54

68

32

19

58

77

23

American Indian

<

<

<

<

<

<

100

0

<

<

<

<

Asian

38

44

82

18

23

60

82

18

34

48

82

18

Black

14

53

66

34

18

48

66

34

20

69

89

11

Hispanic

8

48

56

44

8

50

58

42

12

50

62

38

White

22

61

83

17

15

68

83

17

18

76

93

7

Multiple Races

7

64

71

29

-

46

46

54

<

<

<

<

Students with Disabilities

2

40

42

58

-

27

27

73

7

32

39

61

Students without Disabilities

22

53

75

25

17

59

76

24

23

58

82

18

Economically Disadvantaged

14

48

62

38

9

54

63

37

16

54

70

30

Not Economically Disadvantaged

26

54

80

20

21

57

79

21

29

58

87

13

English Learners

7

44

50

50

5

20

25

75

5

10

14

86

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

<

<

100

0

<

<

100

0

Grade 3 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 4 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 5 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 6 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 7 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 8 Mathematics Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

9

61

70

30

8

62

70

30

9

65

74

26

Female

9

62

71

29

8

65

73

27

10

65

76

24

Male

10

60

70

30

9

59

67

33

8

65

73

27

American Indian

<

<

<

<

<

<

100

0

<

<

<

<

Asian

19

66

86

14

15

68

83

17

19

69

88

12

Black

7

65

72

28

4

71

75

25

10

72

82

18

Hispanic

4

48

53

47

4

51

55

45

3

56

60

40

White

9

81

90

10

13

76

89

11

12

75

87

13

Multiple Races

14

68

82

18

5

53

58

42

6

76

82

18

Students with Disabilities

5

40

45

55

5

38

44

56

4

43

47

53

Students without Disabilities

10

64

75

25

9

66

75

25

10

69

79

21

Economically Disadvantaged

5

55

60

40

5

58

64

36

7

61

68

32

Not Economically Disadvantaged

15

70

85

15

13

67

80

20

12

71

83

17

English Learners

1

44

45

55

-

29

29

71

-

22

22

78

Homeless

5

15

20

80

-

44

44

56

<

<

<

<

Military Connected

10

90

100

0

<

<

100

0

Biology Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

8

65

73

27

6

67

72

28

9

71

80

20

Female

9

67

76

24

5

76

81

19

10

72

82

18

Male

8

62

70

30

6

58

64

36

9

70

79

21

American Indian

<

<

<

<

<

<

100

0

Asian

14

71

85

15

13

76

90

10

16

77

93

7

Black

6

71

78

22

1

82

84

16

9

75

84

16

Hispanic

5

53

57

43

2

50

53

47

5

63

68

32

White

11

82

92

8

9

82

91

9

10

78

88

12

Multiple Races

<

<

100

0

<

<

<

<

8

83

92

8

Students with Disabilities

-

36

36

64

1

44

46

54

5

43

48

52

Students without Disabilities

10

70

80

20

7

71

78

22

10

76

86

14

Economically Disadvantaged

3

59

62

38

4

62

67

33

6

69

76

24

Not Economically Disadvantaged

16

73

89

11

8

73

81

19

13

73

86

14

English Learners

1

45

45

55

-

27

27

73

-

31

31

69

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

<

<

100

0

<

<

100

0

Chemistry Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

14

63

77

23

15

61

76

24

13

75

88

12

Female

13

64

77

23

14

64

77

23

16

73

89

11

Male

16

62

78

22

16

59

75

25

11

76

87

13

American Indian

<

<

100

0

<

<

100

0

<

<

<

<

Asian

29

59

88

12

22

64

86

14

24

67

91

9

Black

11

60

70

30

13

62

74

26

9

79

89

11

Hispanic

7

54

61

39

8

59

67

33

4

82

86

14

White

9

85

94

6

21

66

87

13

16

72

88

12

Multiple Races

18

64

82

18

9

45

55

45

<

<

<

<

Students with Disabilities

-

45

45

55

-

31

31

69

-

81

81

19

Students without Disabilities

16

65

81

19

17

65

82

18

15

74

89

11

Economically Disadvantaged

10

59

69

31

9

61

70

30

13

74

87

13

Not Economically Disadvantaged

18

67

86

14

22

62

84

16

14

75

89

11

English Learners

1

58

59

41

-

47

47

53

-

42

42

58

Homeless

<

<

<

<

<

<

100

0

<

<

100

0

Military Connected

<

<

100

0

<

<

100

0

Earth Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

-

52

52

48

1

56

57

43

-

28

28

72

Female

-

46

46

54

1

52

52

48

-

24

24

76

Male

-

56

56

44

1

60

61

39

-

31

31

69

Asian

-

81

81

19

-

63

63

37

-

29

29

71

Black

-

67

67

33

-

59

59

41

<

<

<

<

Hispanic

-

35

35

65

1

44

44

56

-

24

24

76

White

-

73

73

27

2

86

88

12

-

70

70

30

Multiple Races

<

<

<

<

<

<

100

0

<

<

<

<

Students with Disabilities

-

52

52

48

-

41

41

59

-

19

19

81

Students without Disabilities

-

52

52

48

1

60

61

39

-

31

31

69

Economically Disadvantaged

-

43

43

57

1

51

51

49

-

20

20

80

Not Economically Disadvantaged

-

71

71

29

1

67

68

32

-

46

46

54

English Learners

-

32

32

68

-

20

20

80

-

10

10

90

Homeless

-

10

10

90

-

45

45

55

<

<

<

<

Military Connected

<

<

100

0

Grade 5 Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Grade 8 Science Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

History Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

14

62

75

25

15

60

75

25

12

58

70

30

Female

12

59

72

28

16

58

73

27

12

58

70

30

Male

15

64

79

21

15

62

77

23

12

57

70

30

American Indian

<

<

<

<

<

<

<

<

<

<

<

<

Asian

20

68

88

12

25

63

88

13

22

63

85

16

Black

15

61

77

23

17

65

82

18

9

70

79

21

Hispanic

7

55

63

37

8

54

61

39

6

49

55

45

White

21

69

90

10

21

68

89

11

23

65

88

12

Multiple Races

16

69

84

16

8

71

79

21

5

79

84

16

Students with Disabilities

3

49

52

48

4

48

51

49

4

40

44

56

Students without Disabilities

16

64

81

19

18

63

81

19

14

61

75

25

Economically Disadvantaged

8

61

69

31

12

58

69

31

8

54

62

38

Not Economically Disadvantaged

22

63

85

15

20

64

84

16

18

62

80

20

English Learners

3

53

55

45

1

37

39

61

-

31

31

69

Homeless

7

47

53

47

-

50

50

50

<

<

<

<

Military Connected

10

90

100

0

<

<

100

0

Foster Care

<

<

100

0

VA & US History Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

13

68

81

19

18

63

81

19

19

56

76

24

Female

10

66

76

24

14

62

76

24

18

54

72

28

Male

15

71

86

14

22

65

87

13

21

59

80

20

American Indian

<

<

100

0

<

<

<

<

<

<

<

<

Asian

11

78

88

12

29

61

90

10

30

59

89

11

Black

19

64

83

17

20

62

82

18

20

69

89

11

Hispanic

9

63

72

28

9

59

67

33

9

48

58

42

White

22

65

87

13

20

73

93

8

32

60

91

9

Multiple Races

7

87

93

7

9

91

100

0

<

<

<

<

Students with Disabilities

2

59

61

39

-

44

44

56

3

19

22

78

Students without Disabilities

14

70

84

16

22

67

89

11

22

61

83

17

Economically Disadvantaged

8

67

76

24

12

62

75

25

13

53

65

35

Not Economically Disadvantaged

18

70

87

13

24

64

88

12

28

60

88

12

English Learners

1

59

61

39

2

28

29

71

-

29

29

71

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

<

<

100

0

<

<

100

0

Foster Care

<

<

100

0

World History I Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

8

65

73

27

5

55

60

40

6

61

67

33

Female

7

66

73

27

7

53

60

40

4

61

64

36

Male

8

64

72

28

3

57

60

40

7

62

69

31

American Indian

<

<

<

<

Asian

16

77

93

7

9

74

84

16

7

74

80

20

Black

7

64

71

29

7

68

75

25

-

77

77

23

Hispanic

2

57

59

41

2

45

47

53

5

52

57

43

White

11

83

94

6

11

70

81

19

13

75

88

13

Multiple Races

<

<

<

<

<

<

<

<

<

<

<

<

Students with Disabilities

-

49

49

51

-

47

47

53

2

54

56

44

Students without Disabilities

10

71

81

19

7

58

65

35

7

63

70

30

Economically Disadvantaged

5

61

65

35

4

51

55

45

5

57

62

38

Not Economically Disadvantaged

13

73

87

13

7

64

71

29

7

68

76

24

English Learners

2

54

56

44

-

34

34

66

-

38

38

62

Homeless

<

<

100

0

<

<

<

<

<

<

100

0

Military Connected

<

<

100

0

<

<

100

0

World History II Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

All Students

19

52

71

29

18

60

78

22

10

56

66

34

Female

18

49

67

33

22

56

77

23

11

61

72

28

Male

20

56

76

24

15

65

79

21

9

51

60

40

American Indian

<

<

<

<

<

<

100

0

<

<

100

0

Asian

32

51

83

17

26

59

86

14

21

61

82

18

Black

14

57

71

29

19

67

86

14

5

66

71

29

Hispanic

10

47

57

43

12

58

70

30

3

47

50

50

White

25

65

90

10

23

63

86

14

22

62

84

16

Multiple Races

17

58

75

25

10

50

60

40

<

<

<

<

Students with Disabilities

-

44

44

56

4

52

57

43

5

37

42

58

Students without Disabilities

23

54

77

23

21

62

83

17

11

60

72

28

Economically Disadvantaged

9

55

64

36

16

58

75

25

6

53

59

41

Not Economically Disadvantaged

32

49

81

19

21

63

85

15

16

59

75

25

English Learners

4

45

49

51

1

50

51

49

-

20

20

80

Homeless

<

<

<

<

<

<

<

<

<

<

<

<

Military Connected

<

<

100

0

<

<

100

0

Civics & Econ Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

VA Studies Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Geography Performance

2016-2017

2017-2018

2018-2019

Student Subgroup

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

Advanced

Proficient

Passed

Failed

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-2017

2017-2018

2018-2019

School

-

-

-

Division

1,256

850

1,072

State

4,227

2,762

3,719

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2019 Fall Membership By Subgroup:
Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.
The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.
A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

Is eligible for Free/Reduced Meals;

Receives Temporary Assistance for Needy Families;

Is eligible for Medicaid; or

Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup

Subgroup

2017-2018

2018-2019

2019-2020

All Students

1786

1765

1806

Female

853

813

851

Male

933

952

955

American Indian

4

4

6

Asian

415

421

420

Black

240

237

232

Hispanic

795

769

832

White

288

292

273

Multiple Races

44

42

41

Students with Disabilities

312

311

300

Students without Disabilities

1474

1454

1506

Economically Disadvantaged

983

1064

958

Not Economically Disadvantaged

803

701

848

English Learners

707

721

638

Not English Learners

1079

1044

1168

Homeless

23

15

14

Military Connected

13

14

27

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion: Class of 2019: All Students

School

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.
To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.
To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must also earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.
The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of school-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."

Status of the Students in the 2018-2019 Cohort

Student Subgroup

School

Advanced Diplomas

Standard Diplomas

Other Diplomas

GED's

Dropouts

Other Non-Graduates

All Students

School

194

198

10

1

45

7

Division

9092

4260

298

41

1095

170

State

50720

36637

2725

1082

5474

1783

Female

School

93

92

6

1

23

2

Division

4663

1870

112

12

388

73

State

27685

16172

922

354

1991

669

Male

School

101

106

4

0

22

5

Division

4429

2390

186

29

707

97

State

23035

20465

1803

728

3483

1114

American Indian

School

<

<

<

<

0

<

Division

12

12

2

0

5

0

State

114

112

2

3

17

9

Asian

School

73

33

1

0

3

1

Division

2415

507

54

2

49

17

State

5184

1290

94

10

112

49

Black

School

25

29

2

0

2

1

Division

720

676

48

3

74

28

State

7796

10875

1042

248

1355

657

Hispanic

School

39

102

3

0

37

3

Division

1244

1595

86

13

888

94

State

5185

6274

356

120

2430

394

White

School

50

30

1

1

3

2

Division

4216

1276

92

16

64

28

State

29846

16411

1115

641

1424

594

Multiple Races

School

7

3

3

0

0

0

Division

473

187

16

7

15

3

State

2512

1634

110

58

133

77

Students with Disabilities

School

8

54

10

0

6

1

Division

325

1167

298

14

127

11

State

1137

6719

2725

157

1073

103

Economically Disadvantaged

School

71

130

8

0

22

4

Division

1442

1868

128

12

458

80

State

10704

18183

1640

532

2851

1084

English Learners

School

23

102

7

0

41

1

Division

451

1423

143

6

905

36

State

1263

4111

307

32

2056

178

Homeless

School

2

5

0

0

4

0

Division

25

77

5

3

112

7

State

206

692

68

31

302

66

Military Connected

School

<

<

<

<

0

<

Division

263

162

4

0

2

2

State

1928

1198

49

15

35

23

Foster Care

School

<

<

<

<

0

<

Division

1

10

0

1

3

1

State

24

134

26

19

67

17

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School

Students Subgroup

Students in Cohort

Graduates

On-Time Graduation Rate

Completers

Completion Rate

Cohort Dropouts

Cohort Dropout Rate

All Students

455

402

88

404

89

45

10

Female

217

191

88

193

89

23

11

Male

238

211

89

211

89

22

9

American Indian

<

<

100

<

100

0

0

Asian

111

107

96

107

96

3

3

Black

59

56

95

56

95

2

3

Hispanic

184

144

78

145

79

37

20

White

87

81

93

82

94

3

3

Multiple Races

13

13

100

13

100

0

0

Students with Disabilities

79

72

91

72

91

6

8

Economically Disadvantaged

235

209

89

210

89

22

9

English Learners

174

132

76

133

76

41

24

Homeless

11

7

64

7

64

4

36

Military Connected

<

<

100

<

100

0

0

Foster Care

<

<

100

<

100

0

0

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Advanced Program Information: Number and Percentage of
Students Enrolled in Advanced Programs

Advanced Program Information - Count/Percentage

Program Type

2016-2017

2017-2018

2018-2019

Advanced Placement Test Taken

182 / 10.02%

193 / 10.81%

183 / 10.37%

Advanced Placement Course Enrollment

191 / 10.52%

199 / 11.14%

184 / 10.42%

Dual Enrollment

14 / .77%

8 / .45%

-

Governor's School Enrollment

-

-

-

IB Course Enrollment

608 / 33.48%

583 / 32.64%

580 / 32.86%

Senior Enrolled in IB Program

30 / 1.65%

42 / 2.35%

22 / 1.25%

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Postsecondary Enrollment

2017-2018 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.
The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2017-2018 FGI cohort year (students
entering high school in 2014)

Total number of students in the cohort earning a
federally recognized high school diploma

Students who enrolled in
any Institution of Higher
Education (IHE) within 16
months of earning a
federally recognized high
school diploma

Type

Total

Total HE

Remaining Percent

All Students

School

328

249

24

Division

12,559

10,155

19

State

85,900

57,726

33

Female

School

169

131

22

Division

6,206

5,170

17

State

43,225

31,599

27

Male

School

159

118

26

Division

6,353

4,985

22

State

42,675

26,127

39

Asian

School

82

75

9

Division

2,671

2,365

11

State

6,084

5,292

13

Black

School

55

48

13

Division

1,295

1,008

22

State

18,868

11,298

40

Hispanic

School

120

72

40

Division

2,310

1,439

38

State

10,102

5,826

42

White

School

57

45

21

Division

5,571

4,749

15

State

46,449

32,341

30

Multiple Races

School

14

<

100

Division

619

517

16

State

3,990

2,715

32

Students with Disabilities

School

31

15

52

Division

1,375

847

38

State

7,217

3,257

55

Economically Disadvantaged

School

169

126

25

Division

2,839

1,974

30

State

27,329

14,190

48

English Learners

School

102

58

43

Division

1,648

1,014

38

State

5,182

2,820

46

American Indian

School

-

-

100

Division

66

54

18

State

265

167

37

Native Hawaiian

School

-

-

100

Division

27

23

15

State

142

87

39

< = A group below state definition for personally
identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates
about college enrollment according to the National
Student Clearinghouse. For more information, see the
answers to Frequently Asked Questions
about this report at:
http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not
participate in NSC are not included in the number or
percent of students enrolled in an IHE.
Federally recognized high school diplomas include
Standard, Advanced Studies, or International
Baccalaureate (IB) diplomas.
Most subgroups are based on students' most recent
status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;

Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;

Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or

Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education

2016-2017

2017-2018

2018-2019

State Licensures

School

3

5

1

&nbsp

Division

141

73

66

&nbsp

State

2,279

1,881

2,231

Industry Certification

School

355

325

376

&nbsp

Division

13,871

13,987

13,394

&nbsp

State

109,275

104,601

107,234

Workplace Readiness

School

209

268

294

&nbsp

Division

7,555

8,602

6,760

&nbsp

State

42,313

50,241

44,892

Total Credentials Earned

School

567

598

671

&nbsp

Division

21,567

22,662

20,220

&nbsp

State

157,490

160,248

158,452

Students Earning One or More Credentials

School

523

541

597

&nbsp

Division

18,784

19,601

17,788

&nbsp

State

126,113

128,672

126,041

CTE Completers

School

173

164

134

&nbsp

Division

4,821

4,852

3,474

&nbsp

State

40,516

41,438

40,209

Armed Services Vocational Aptitude Battery Examination

School

-

-

-

&nbsp

Division

33

69

65

&nbsp

State

1,431

1,537

1,317

NOCTI Assessments

School

-

-

-

&nbsp

Division

-

-

-

&nbsp

State

3,623

3,525

4,095

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.

Students who can't read at grade level by the third grade are four times more likely to drop out of high school.

By high school, regular attendance is a better dropout indicator than test scores.

A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

Absenteeism by Subgroup

2016-2017

2017-2018

2018-2019

Subgroup

Below 10%

10% or Above

Below 10%

10% or Above

Below 10%

10% or Above

All Students

1,452

348

1,422

327

1,397

360

Female

681

181

657

178

631

178

Male

771

167

765

149

766

182

American Indian

<

<

<

<

<

<

Asian

371

53

359

56

359

61

Black

210

34

206

29

205

25

Hispanic

572

201

584

184

558

217

White

246

54

233

49

237

49

Multiple Races

48

6

37

8

33

8

Students with Disabilities

213

73

228

77

223

85

Economically Disadvantaged

801

242

803

225

753

251

English Learners

580

181

531

148

470

184

Homeless

32

20

27

18

23

10

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses

Number of Offenses

Alcohol, Tobacco, and Other Drug Offenses

59

Disorderly or Disruptive Behavior Offenses

158

Other Offenses Against Persons

16

Property Offenses

<

Weapons Offenses

<

Offenses Against Staff

<

Offenses Against Student

<

Technology Offenses

<

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired. A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short-Term Suspensions

2016-2017

2017-2018

2018-2019

Subgroup

% Population

% Short-Term Suspensions

% Population

% Short-Term Suspensions

% Population

% Short-Term Suspensions

American Indian

0.3

0.2

0.9

0.2

Asian

23.2

10.2

23.2

11

23.9

16.7

Black

13.2

16.3

13.4

16.5

13.4

7.8

Hispanic

43.3

63.3

44.5

62.4

43.6

59.8

Native Hawaiian

-

-

-

-

-

-

White

17.1

8.2

16.1

7.3

16.5

8.8

Multiple Races

3

2

2.5

1.8

2.4

6.9

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long-Term Suspensions

2016-2017

2017-2018

2018-2019

Subgroup

% Population

% Long-Term Suspensions

% Population

% Long-Term Suspensions

% Population

% Long-Term Suspensions

American Indian

0.3

0.2

0.2

Asian

23.2

23.2

25

23.9

Black

13.2

50

13.4

13.4

20

Hispanic

43.3

50

44.5

75

43.6

40

Native Hawaiian

White

17.1

16.1

16.5

40

Multiple Races

3

2.5

2.4

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions

2016-2017

2017-2018

2018-2019

Subgroup

% Population

% Expulsions

% Population

% Expulsions

% Population

% Expulsions

American Indian

0.3

0.2

0.2

Asian

23.2

23.2

23.9

Black

13.2

13.4

13.4

Hispanic

43.3

44.5

43.6

Native Hawaiian

-

-

-

-

-

-

White

17.1

16.1

16.5

Multiple Races

3

2.5

2.4

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal
Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.
At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.
Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.
See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

52.6

55.4

51.5

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students
:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.
Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.
Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.
The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Breakfast Participation

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

22

22.9

23.2

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.
School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.
Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Lunch Participation

2016-2017

2017-2018

2018-2019

Percentage

Percentage

Percentage

All Students

73.4

64.8

64.4

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers

Poverty Level

All Teachers

Special Education Teachers

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:

Reading performance — percentage of students in the school passing state tests in reading

Mathematics performance — percentage of students in the school passing state tests in mathematics

Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing

English learner progress — percentage of English learners making progress toward English-language proficiency

Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)

Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school.
Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests.
Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year.
Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group

Current Rate

Three-Year Rate

Annual Target

Long-Term Goal

All Students

81%

82%

74%

70%

Asian

87%

86%

89%

70%

Black

87%

85%

60%

70%

Hispanic

72%

75%

64%

70%

White

86%

86%

81%

70%

Economically Disadvantaged

74%

76%

63%

70%

English Learners

67%

70%

57%

70%

Students with Disabilities

59%

56%

42%

70%

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school.
Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests.
Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary.
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student Group

Current Rate

All Students

78%

Asian

88%

Black

83%

Hispanic

62%

White

90%

Economically Disadvantaged

70%

English Learners

48%

Students with Disabilities

48%

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school.
Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Federal Graduation Indicator

Student Group

Current Rate

Annual Target

Long-Term Goal

All Students

79%

84%

84%

Asian

90%

90%

84%

Black

90%

82%

84%

Hispanic

65%

81%

84%

White

88%

86%

84%

Economically Disadvantaged

74%

78%

84%

English Learners

60%

65%

84%

Students with Disabilities

71%

56%

84%

Homeless

33%

-

-

Foster Care

-

-

-

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade.
Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years.
Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year.
Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

Student Group

Current Rate

Three-Year Rate

Annual Target

Long-Term Goal

All Students

20%

20%

9%

10%

Asian

15%

14%

5%

10%

Black

11%

12%

9%

10%

Hispanic

28%

26%

9%

10%

White

17%

18%

9%

10%

Economically Disadvantaged

25%

23%

13%

10%

English Learners

28%

25%

8%

10%

Students with Disabilities

28%

26%

14%

10%

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism.
Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent.
Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year.
Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English Learners

Percent

Annual Target

Long-Term Goal

English Learner Progress

62%

46%

58%

English Learner Proficiency

12%

-

-

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency.
Virginia also reports on the percentage of English learners who attain proficiency.

English Learners

Numerator

Denominator

Rate

English Learner Progress

173

279

62%

English Learner Proficiency

41

348

12%

ESSA Participation Rates

Student Group

English Reading Participation

Mathematics Participation

Science Participation

All Students

98%

97%

99%

Asian

99%

96%

99%

Black

96%

96%

100%

Hispanic

97%

99%

98%

White

98%

95%

99%

Economically Disadvantaged

96%

97%

98%

Not Economically Disadvantaged

99%

97%

-

English Learners

97%

99%

98%

Students with Disabilities

95%

96%

99%

Students without Disabilities

99%

98%

-

Female

99%

97%

-

Male

97%

98%

-

Migrant

-

-

-

< = A group below state definition for personally identifiable results— = Not applicable or no data for group* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers.
States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).